Approximately 4.5 million children aged five to 17 have been diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) between 2006 and 2009, according to the Centers for Disease Control. The symptoms and behaviors that are usually first observed and diagnosed in childhood ADHD are impulsive behaviors, hyperactivity and inattention. Most often in the course of treatment, doctors and treating providers use a combination of behavioral therapy, counseling, academic support and medications to help patients and their families cope with daily functioning and performance issues in school. Psychostimulant (the most often prescribed) and non-stimulant medications are routinely used to treat ADHD symptoms.
Lisdexamfetamine
There are different categories or types of psychostimulant medications grouped together based on their chemical structure and how the medicine releases into the patient's bloodstream. Vyvanse, or lisdexamfetamine, releases medicine into the body at a slower rate than some of the other forms of psychostimulants.
Amphetamine/Dextroamphetamine Medications
Amphetamine/dextroamphetamine (prescribed together or alone) engage the neurotransmitters dopamine and norepinephrine in the brain. These medications make it easier for the patient to pay attention and manage impulsive behaviors. Adderall, Dexedrine and Dextrostat are brand-name medications within this class.
Non-stimulant Medication
Strattera (atomoxetine) is the only non-stimulant medication prescribed to treat ADHD symptoms. It increases the presence of the neurotransmitter norepinephrine in the areas of the brain that are in charge of attention.
Methylphenidate/Dexmethylphenidate Medications
Methylphenidate and dexmethylphenidate are psychostimulant medications. These medications affect the levels of serotonin and dopamine in the brain, helping patients manage ADHD symptoms. This is the most common type of prescribed ADHD medication. Ritalin, Concerta, Metadate, Daytrana and Focalin are all brand-name methylphenidate/dexmethylphenidate medications.
